A demonstration of the language difficulty involved in comparing racial groups by means of verbal intelligence tests.

1926 ◽  
Vol 10 (1) ◽  
pp. 102-106 ◽  
Author(s):  
S.L. Wang
Keyword(s):  
Intelligence Tests ◽  
Racial Groups ◽  
Verbal Intelligence ◽  
Language Difficulty

Ten-Year Stability of Verbal and Nonverbal IQ Scores

1975 ◽  
Vol 12 (4) ◽  
pp. 469-477 ◽  
Author(s):  
Kenneth D. Hopkins ◽  
Glenn H. Bracht
Keyword(s):  
Intelligence Tests ◽  
Verbal Intelligence ◽  
Popular Opinion ◽  
Verbal Iq ◽  
Iq Scores

Intelligence tests continue to be the most widely used measures of cognitive aptitudes. Performance on such measures is usually expressed as an IQ score. Popular opinion to the contrary, relatively little is known about the long term measuring of IQ scores from group verbal and non-verbal intelligence tests, especially the latter. This study shows that, below ten years of age, stability in IQ scores from group verbal tests is considerably below that for the Stanford-Binet. Non-verbal IQ scores were found to have substantially less stability than Verbal IQs.

Cultural Differences as Reflected in Wechsler-Bellevue Intelligence (WBII) Test

1969 ◽  
Vol 25 (1) ◽  
pp. 95-101 ◽  
Author(s):  
Boleslaw A. Wysocki ◽  
Aydin C. Wysocki
Keyword(s):  
Cultural Differences ◽  
Digit Span ◽  
Intelligence Tests ◽  
Racial Groups ◽  
Intelligence Scale ◽  
Educational Levels ◽  
Memory And Attention ◽  
Good Memory ◽  
Pictorial Perception

To 137 white and 110 Negro veterans, of comparable age level but differing significantly in education, the Wechsler-Bellevue Intelligence Scale (WBII) was given. The Negro veterans scored lower on all subtests but scored significantly higher than the whites on the Digit Span which requires a good memory and attention. It is interesting to note that the Negroes, despite their lower educational levels, scored higher (contrary to expectations) on the Verbal than the Performance parts of the scale. Negro (and white) Ss also showed larger differences on Performance than on Verbal scales. Negro Ss exhibited greater difficulties on Information which is “white oriented” and requires more schooling. The Negro Ss also experienced difficulties with pictorial perception. The influence of culture and environment upon intelligence measured by such tests as this is great. Comparisons of racial groups based solely on intelligence tests scores should be treated with caution.

The effects of intelligence test preparation

1995 ◽  
Vol 9 (1) ◽  
pp. 43-56 ◽  
Author(s):  
Henk T. van der Molen ◽  
Jan Te Nijenhuis ◽  
Gert Keen
Keyword(s):  
Specific Problem ◽  
Numerical Test ◽  
Training Programme ◽  
Intelligence Tests ◽  
Intelligence Test ◽  
Verbal Intelligence ◽  
Specific Test ◽  
Two Factors ◽  
Verbal Test ◽  
Problem Solving Strategies

The first goal of this study was to investigate the effects of reading a book concerning intelligence tests and the effects of a specific test‐training programme on numerical and verbal intelligence tests. The second goal was to investigate to what extent the acquisition of test‐specific problem‐solving strategies affects the ability to solve items on different, but comparable tests (transfer). In the experimental design two factors were included: practice (pretest or no pretest) and (level of) preparation (none, book, or training), so there were six conditions. Each condition consisted of about 26 subjects, who had been randomly assigned to one of the conditions. The results showed a strong effect of preparation, especially for the numerical intelligence test and to a lesser degree for the verbal intelligence test. No practice or pretest effects were found. Positive transfer was demonstrated for the numerical test. The results for the verbal test were less clear. The implications for the predictive and construct validity are discussed.

Non-verbal intelligence tests.

1938 ◽  
Vol 2 (4) ◽  
pp. 122-123 ◽  
Author(s):  
R. Strang
Keyword(s):  
Intelligence Tests ◽  
Verbal Intelligence

Family Size and Intelligence Revisited: The Role of Emotional Intelligence

1999 ◽  
Vol 84 (2) ◽  
pp. 643-649 ◽  
Author(s):  
David A. Morand
Keyword(s):  
Emotional Intelligence ◽  
Graduate Students ◽  
Family Size ◽  
Negative Relationship ◽  
Leadership Theory ◽  
Intelligence Tests ◽  
Verbal Intelligence ◽  
Nonverbal Intelligence

Studies examining the link between family size and intelligence have consistently found a negative relationship. Children born into larger families tend to score lower on intelligence tests than children raised in smaller families. One recurrent but unexplained finding is that the relation between intelligence and number of siblings is consistently significant for verbal intelligence but inconsistent for nonverbal intelligence. Here, we conceptualize emotional intelligence as one facet of nonverbal intelligence. The research develops a measure of emotional intelligence and uses it to test the hypothesis that emotional intelligence is positively correlated with family size. The results, based upon a sample of graduate students, support the hypothesized relationship. Implications for the study of family size and intelligence, for refining the conceptualizations and measures of nonverbal intelligence, and for leadership theory, are discussed.

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